Anchoring Ocean Literacy: Participatory iBook Design within Secondary Science Classrooms

Autor/inn/en	McHugh, Martin; McCauley, Veronica; Davison, Kevin; Raine, Robin; Grehan, Anthony
Titel	Anchoring Ocean Literacy: Participatory iBook Design within Secondary Science Classrooms
Quelle	In: Technology, Pedagogy and Education, 29 (2020) 1, S.89-107 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McHugh, Martin) ORCID (McCauley, Veronica) ORCID (Davison, Kevin) ORCID (Grehan, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2020.1715241
Schlagwörter	Electronic Publishing; Secondary School Students; Science Instruction; Intervention; Marine Education; Literacy; Teaching Methods; Teacher Attitudes; Student Interests; Electronic Learning; Handheld Devices; Comparative Analysis; Science Teachers; Student Attitudes; Instructional Design; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Studieninteresse; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Irland
Abstract	This article elucidates a participatory design process in which a prototype iBook was embedded within the context of secondary science classrooms through multiple interventions. The fundamental design intention of the iBook is to increase students' ocean literacy in a curriculum that lacks marine science. Two e-learning ecologies were identified across two schools; an iPad school and non-iPad school. Participants include two second-year science classes (14-15-year-olds) and their respective teachers. Science teachers were asked to implement the iBook, based on their appraisal, as an accompaniment to their lessons throughout three interventions. Qualitative data took the form of teacher interviews, teacher reflections and student exit cards. Findings illuminate emergent design principles of iBooks that enthuse students with content; mainly to draw upon their personal interest corresponding to interactive technologies. The benefits of participatory design research are highlighted with reference to augmenting student ocean literacy in the science classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01